Transcript Classroom Instruction that Works

An Overview of…
Research-based
Strategies for
Increasing Student
Achievement
Classroom Instruction That Works: Research-Based Strategies
for Increasing Student Achievement and
What Works in Schools: Translating Research into Action
(Robert Marzano, 2001 & 2003)
Major Factors Influencing
Student Achievement
1. School factors
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Guaranteed viable curriculum
Challenging goals and feedback
Parental and community involvement
Safe, orderly, conducive to learning environment
Professionalism and collegiality
2. Classroom factors
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Aligned, viable curriculum
Classroom management
• Instructional strategies
3. Student factors
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Home environment
Motivation
Acquisition of knowledge
“In teaching it is the method and not
the content that is the message…the
drawing out, not the pumping in.”
- Ashley Montague
9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing
Recognition
4. Homework and Practice
9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
5. Nonlinguistic Representation
6. Cooperative Learning
7. Setting Objectives and Providing
Feedback
8. Generating and Testing Hypotheses
9. Cues, Questions, and Advance Organizers
1. Identifying Similarities
and Differences
• Generalizations from research
– Explicit guidance in identifying
similarities and differences enhances
students’ understanding of and ability
to use knowledge.
- Students’ independent identification of
similarities and differences enhances
students’ understanding of and ability
to use knowledge.
Identifying Similarities
and Differences
• Generalizations from research (cont.)
– Representing similarities and
differences in graphic or symbolic form
(e.g. Venn Diagram) enhances students’
understanding of and ability to use
knowledge.
- Identifying similarities and differences
can be done in a variety of forms.
Forms for Identifying
Similarities and Differences
• Comparing
What are the important characteristics
of these topics/ideas that you want to
compare?
• Classifying
What are the rules that govern group
membership?
Forms for Identifying
Similarities and Differences
• Metaphors (“Love is a rose”)
What is the abstract or nonliteral
connection between the ideas?
• Analogies (“Oxygen is to humans as
carbon dioxide is to plants”)
What is the “relationship between the
relationships”?
Checking for Understanding
Strategy
Identifying
similarities and
differences
Marzano’s
Definition
Your Definition
What Strategy
to Look in Action
For
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9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
• Generalizations from research on
summarizing
– To effectively summarize, students
must delete, substitute, and keep some
information.
- To effectively delete, substitute, and
keep information, students must analyze
the information at a deep level.
– The structure of the information can
aid summarizing.
Classroom Practice in
Summarizing
• Rule-based Summarizing
– Delete the trivial.
– Delete the redundant.
– Substitute generic terms for listing.
(e.g. “dogs” for “labs, spaniels, and boxers”)
– Select/create a topic sentence.
• Summary Frames
– Create a series of questions to highlight
critical elements to guide students in
summarizing information.
Classroom Practice in
Summarizing (cont.)
• Reciprocal Teaching (Student leader)
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Summarize
Generate questions
Clarify
Encourage predictions
Summarizing and Note Taking
• Generalizations from research on
note taking
- Verbatim note taking is least effective.
- Notes are a work in progress.
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Notes should be used as study guides
for tests.
- The more notes taken, the better.
Classroom Practice in
Note Taking
• Teacher-prepared notes
– Highlight important points.
– Model note taking for students.
• Formats for notes
– Informal outline
– Webbing
– Combination
Checking for Understanding
Strategy
Summarizing
and note taking
Marzano’s
Definition
Your Definition
What Strategy
to Look in Action
For
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9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and
Providing Recognition
• Generalizations from research on
reinforcing effort
- Not all students realize importance of
believing in effort.
- Students can learn to change their
beliefs to an emphasis on effort.
Classroom Practice in
Reinforcing Effort
• Keep track of effort and
achievement.
– Effort and achievement rubrics
– Effort and achievement chart
Reinforcing Effort and
Providing Recognition
• Generalizations from research on
providing recognition
– Rewards increase intrinsic motivation if
measured as student’s attitude toward
the activity.
- Reward is most effective when attached
to attaining a performance goal.
- The more abstract/symbolic the reward,
the more powerful it is (e.g. verbal
recognition).
Classroom Practice in
Providing Recognition
• Personalize recognition
– Recognize “personal best”.
• Pause, prompt, praise
– Use during demanding task.
• Concrete symbols of recognition
– Give tokens (e.g. stickers) for
achievement of performance goal.
Checking for Understanding
Strategy
Reinforcing
effort and
providing
recognition
Marzano’s
Definition
Your Definition
What Strategy
to Look in Action
For
•
•
9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
1.
2.
3.
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
4. Homework and Practice
• Generalizations from research on
homework
- Students at lower grades should be
given less homework than students at
higher grade levels.
- Parent involvement in homework should
be kept to a minimum.
- The purposes for homework should be
identified and stated.
- If homework is assigned, it should be
commented on.
Classroom Practice in
Homework
• Establish, communicate, and adhere
to clear homework policies.
– Purposes (i.e. practice, preparation,
elaboration)
– Amount assigned
– Consequences for non-completion
– Description of parental involvement
acceptable
Classroom Practice in
Homework
• Design homework assignments that
clearly state the purpose and
outcome for the assignments.
• Vary the approaches to providing
feedback.
– Manage work load
– Maximize the effectiveness of feedback
Homework and Practice
• Generalizations from research on
practice
- Mastering a skill takes repeated,
focused practice over time.
- During initial practice of a skill,
students shape their conceptual
understanding. The student should deal
with only a few examples during this
phase to support the depth of reasoning
required. Speed is not the focus.
Classroom Practice in
Practicing Skills
• Chart both speed and accuracy.
• Focus practice on specific parts of a
complex skill or process.
• Provide time for modeling the skill,
time for guided practice, and time for
independent practice.
Checking for Understanding
Strategy
Homework and
practice
Marzano’s
Definition
Your Definition
What Strategy
to Look in Action
For
•
•
9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
1.
2.
3.
4.
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
5. Nonlinguistic Representations
• Generalizations from research
– A variety of activities produce
nonlinguistic representations which
enhance student understanding of
content.
- Nonlinguistic representations should
elaborate on (add to) content knowledge.
Types of Nonlinguistic
Representations
• Graphic organizers
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Descriptive pattern
Time sequence
Process/Cause-Effect
Episode
Generalization/Principal pattern
Concept pattern
• Physical models
– Concrete representations of knowledge
– Manipulatives
Types of Nonlinguistic
Representations (cont.)
• Mental pictures
• Pictures or pictographs
• Kinesthetic (movement) activity
Checking for Understanding
Strategy
Nonlinguistic
representations
Marzano’s
Definition
Your Definition
What Strategy
to Look in Action
For
•
•
9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
1.
2.
3.
4.
5.
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representation
6. Cooperative Learning
• Generalizations from research
– Organizing groups based on ability
should be done sparingly.
- Cooperative groups should be small in
size (3-4 members).
- Cooperative learning should be applied
consistently and systematically (at
least once per week), but not overused.
Classroom Practice in
Cooperative Learning
• Five elements of cooperative learning
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Positive interdependence
Face-to-face interaction
Individual and group accountability
Interpersonal and small group skills
Group processing
• Grouping patterns
– Informal (e.g. turn-to-your-neighbor)
– Formal for more complex tasks (with
cooperative learning components)
– Base groups (long-term)
Checking for Understanding
Strategy
Cooperative
learning
Marzano’s
Definition
Your Definition
What Strategy
to Look in Action
For
•
•
9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
1.
2.
3.
4.
5.
6.
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representation
Cooperative Learning
7. Setting Objectives and
Providing Feedback
• Generalizations from research on
goal setting
– Instructional goals narrow what
students focus on.
– Instructional goals should not be too
specific (i.e. not stated in behavioral
terms).
– Students should be encouraged to
personalize the teacher’s classroom
goals.
Classroom Practice in
Goal Setting
• Set focused but flexible goals.
• Develop contracts with students for
attainment of specific goals.
Setting Objectives and
Providing Feedback
• Generalizations from research on
providing feedback
– Feedback is the most powerful single
modification to enhance achievement.
– Feedback should be “corrective” with
explanation, not just “right” or “wrong”.
Ask students to work at the task until
they succeed.
– Feedback should be timely.
Setting Objectives and
Providing Feedback
• Generalizations from research on
providing feedback (cont.)
– Feedback should be specific to a
particular standard/criterion.
– Students can effectively provide some
of their own feedback.
Classroom Practice in
Providing Feedback
• Give students feedback in terms of
specific levels of knowledge and skill
instead of a percentage score.
– Develop a rubric for information.
– Develop a rubric for process/skill.
• Give students specific feedback.
• Students can be a part of feedback
process.
Checking for Understanding
Strategy
Setting
objectives and
providing
feedback
Marzano’s
Definition
Your Definition
What Strategy
to Look in Action
For
•
•
9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
1.
2.
3.
4.
5.
6.
7.
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives and Providing Feedback
8. Generating and Testing
Hypotheses
• Generalizations from research
– Hypothesis generation and testing can
be approached in an inductive or
deductive manner.
• Deductive – Use a general rule to make a
prediction about a future action or event
• Inductive – Draw new conclusions based on
information known or given
– Teachers should ask students to clearly
explain their hypotheses and their
conclusions.
Classroom Practice in Generating
and Testing Hypotheses
• Systems analysis
– Generate hypotheses to predict what might
happen if some aspect of a system were
changed.
• Problem solving
– Generate and test hypotheses related to
overcoming barriers in obtaining a goal.
• Historical investigation
– Construct plausible scenarios for the past,
about which there is no general agreement.
Classroom Practice in Generating
and Testing Hypotheses (cont.)
• Invention
– Hypothesize what might work, develop
idea, conduct tests to see if it solves the
problem/meets goal.
• Experimental inquiry
– Generate and test hypotheses for
explaining something you have observed.
• Decision Making
– Use a structured Decision Making
framework for analysis of alternatives.
Classroom Practice in Generating
and Testing Hypotheses (cont.)
• Make sure students can explain their
hypotheses and conclusions.
– Provide templates for reporting.
– Provide sentence stems for explaining
conclusions.
– Provide or develop rubrics with students,
so they know that the criteria on which
they will be evaluated are based on the
quality of their explanations.
– Utilize audiotapes for explanations.
Checking for Understanding
Strategy
Generating and
testing
hypotheses
Marzano’s
Definition
Your Definition
What Strategy
to Look in Action
For
•
•
9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
1.
2.
3.
4.
5.
6.
7.
8.
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
9. Cues, Questions, and
Advance Organizers
• Generalizations from research on
cues and questions
– Cues and questions should focus on what
is important as opposed to what is
merely interesting.
– Questions that require students to
analyze information produce deeper
learning than questions that ask students
to recall or recognize information.
Cues, Questions, and
Advance Organizers
• Generalizations from research on
cues and questions (cont.)
– “Waiting” briefly before accepting
responses from students increases
depth of students’ answers.
– Questions are effective learning tools
even when asked before a learning
experience.
Classroom Practice in
Cues and Questions
• Explicit cues
– Provide students with a preview of
what they are about to experience by
directly asking about prior experiences
related to content.
• Questions that elicit inferences
• Questions that analyze or critique
information presented
Cues, Questions, and
Advance Organizers
• Generalizations from research on
advance organizers
– Advance organizers should focus on
what is important as opposed to what is
merely interesting.
– Advance organizers that require students
to analyze information produce deeper
learning than organizers that ask students
to recall or recognize information.
Cues, Questions, and
Advance Organizers
• Generalizations from research on
advance organizers (cont.)
– Advance organizers are most useful with
information that is not well organized.
– Different types of advance organizers
produce different results.
• Expository organizers have the greatest
impact on student learning.
Classroom Practice in
Advance Organizers
• Expository advance organizers
describe the new content.
• Narrative advance organizers preview
the content in a story format.
• Skimming of information provides a
general familiarity with the content.
• Graphic organizers can help students
think about new knowledge before
experiencing it.
Checking for Understanding
Strategy
Questions, cues,
and advanced
organizers
Marzano’s
Definition
Your Definition
What Strategy
to Look in Action
For
•
•
9 Research-based
Strategies for Instruction
(Robert Marzano, 2001 & 2003)
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representation
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advance Organizers
“Teachers: Two kinds: the kind that fill
you with so much quail shot that you
can’t move, and the kind that just
give you a little prod behind and you
jump to the skies.”
- Robert Frost